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The Power of a Curriculum Map

Patsy ButterbrodtDirector of Outcomes AssessmentLMU - CVM

Sherry BushongAssociate Director of

Curricular & Student Assessment& Institutional Analytics

SGU - SVM

Why map the Curriculum?

• Identify and document what is being taught

• Document where and when it is being taught

• Identify duplications in what is being taught

• Identify lapses or gaps in what is being taught

• Identify and document where curriculum ties to 

competencies

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How does that work?  How can I use the map?

• Search by links to items at each level• Search by keywords or phrases• Identify un‐linked content

Why is it called a map?Think of a roadmap with directions  (e.g. google maps)

Country – USA – Interstate roadsState – Tennessee – state highwaysCity – Knoxville – local highways and major roadsNeighborhood – individual roads, buildings

“You can’t get there from here” – yes you can

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Who uses a curriculum map? Classroom teachers – what am I teaching when and how? Departments – what are we teaching when and how, and 

how does it all fit together? Schools – Vertical / Horizontal mapping – what links to what 

in our curriculum? Programs – what do our graduates need to know and when 

and how are we covering everything? Colleges/Universities – what are all of the programs we 

offer?

Today’s map:  Veterinary Medicine Program 

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Levels of the LMU‐CVM map1. Institutional (LMU Goals)2. College (CVM Goals)3. Professional (AVMA Goals)4. Individual Course Objectives 5. Lecture/Lab Objectives6. Assessments

Levels of the LMU‐CVM mapLevel 1.  Institutional (LMU Goals) – already definedGRADUATES WILL:1.1  Communicate effectively1.2  Have appreciable depth of knowledge in a field1.3  Appreciate themselves and the world around them1.4  Exercise informed judgement

THE COLLEGE WILL:1.5  Provide high quality education with high personal standards to prepare for a career in a global market

1.6  Advance the Appalachian regional community  

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Levels of the LMU‐CVM mapLevel 2.   CVM College ObjectivesThe CVM will graduate veterinarians who:2.1  are skilled, competent, confident, compassionate vets 

dedicated to One Health, and will apply knowledge2.2  are career‐ready in patient care, clinical practice, 

research, professionalism2.3  have interpersonal and communication skills with 

patients, clients, other members of health care team2.4  can treat patients, provide best medical care, patient 

empathy, preventive medicine, behavioral and health issues

2.3  have interpersonal and communication skills with patients, clients, other members of health care team

Linking level 2 to Level 1GRADUATES WILL:

1.1  Communicate effectively1.2  Have appreciable depth of knowledge in a field1.3  Appreciate themselves and the world around them1.4  Exercise informed judgement

THE COLLEGE WILL:1.5  Provide high quality education with high personal 

standards to prepare for a career in a global market1.6  Advance the Appalachian regional community  

2.3  have interpersonal and communication skills with patients, clients, other members of health care team

2.3   links  up  to   1.1    1.3   1.5

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Levels of the LMU‐CVM mapLevel 2.   CVM College ObjectivesThe CVM will graduate veterinarians who:2.1  are skilled, competent, confident, compassionate vets 

dedicated to One Health, and will apply knowledge2.2  are career‐ready in patient care, clinical practice, 

research, professionalism2.3  have interpersonal and communication skills with 

patients, clients, other members of health care team2.4  can treat patients, provide best medical care, patient 

empathy, preventive medicine, behavioral and health issues

Levels of the LMU‐CVM mapLevel 3.   Professional CompetenciesFor the veterinary profession, these are outlined by:

• 1 – 9    AVMA  (American Veterinary Medical Association)

• 10 – 16  NAVMEC  (North American Veterinary Medical Education Conference)

• 17 – 23  COE  (Committee On Education – accreditation)

(these are being consolidated and rewritten at this time)

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PARTIAL LIST FROM LEVEL 3 – PROFESSIONAL COMPETENCIES

3.3  Anesthesia and pain management, patient welfare3.4  Basic surgery skills, experience, and case management3.5  Basic medicine skills, experience, and case management3.6  Emergency and intensive care case management3.7  Health promotion, disease prevention/biosecurity, zoonosis, and food safety3.8  Client communications and ethical conduct3.9  Critical analysis of new information and research findings relevant to veterinary medicine

3.8  Client communications and ethical conduct

Linking level 3 to Level 22.1  are skilled, competent, confident, compassionate vets dedicated to One 

Health, and will apply knowledge2.2  are career‐ready in patient care, clinical practice, research, 

professionalism2.3  have interpersonal and communication skills with patients, clients, 

other members of health care team2.4  can treat patients, provide best medical care, patient empathy, 

preventive medicine, behavioral and health issues

3.8   links  up  to   2.3   2.4  3.8  Client communications and ethical conduct

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CVM Professional Competencies

Exam ItemsLabsOSCEs

LMU CVMHierarchy

Of Objective

LevelsAVMA

Competencies

LMU Strategic GoalsLMU Mission

CVM Mission CVM Goals & Objectives

Course Objectives Lecture and Lab 

Objectives

COE Competencies

LVL 1

LVL 5 LVL 6

LVL 3

LVL 4

LVL 2

NAVMEC Competencies

Institutional Goal 4

Course Obj 1 Course Obj 3Course Obj 2

CVM College Obj 2

Lecture 

CVM College Obj 1 CVM College Obj 3

Lecture Lecture 

Lecture Lecture  Lecture Lecture 

Lecture 

Lecture 

Lecture 

Lecture  Lecture Lecture 

Test Item 

Test Item 

Test Item 

Course Obj 4

Test Item 

Test Item 

Test Item Test Item 

Lecture

Course Obj 3

CVM College Obj 2

Institutional Goal 4

Prof Obj 1 Prof Obj 3Prof Obj 2Prof Obj 2

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Level 1Institutional

Level 2College

Level 3Professional

Level 4Courses

Level 5Lecture/Lab

Level 6Assessment Data in each level related to Curriculum

1. Institutional ‐ 6 objectives2. College     ‐ 4  objectives3. Professional  ‐ 234. Course (54)   ‐ 562  5. Lecture/Lab  ‐ 6527+6. Assessment   ‐ 8763 questions banked

1644+ procedures et al

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Links – the “roads” of the map

Level 3 – blah   blah blah

Level 4 – blah              blah

Level 5 – blah   blah blah

No links?  Then you can’t get there from here!  Either add  to curriculum or delete the objective

What levels would your map have?  How many?

ACTIVITY 

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Disclaimer: The following information is not to be perceived as endorsement of any oneformatting preference for a curriculum map, nor is the presentation of these formats meantto encourage or discourage use of these or any other mapping software. The authors of thispresentation do not have any form of compensation or any understanding with thepublishers of Microsoft Office®, MedHub® or any other proprietary software. These aresimply programs that were available to us at the time we first began creating our curriculummap, and are the programs we have used to explore the options available.

So how does that look on paper? Or electronically?

LMU‐CVM is experimenting with our map in:

• A set of Excel workbooks

• An Access database

• E*Value 

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So what’s the difference? Excel – has to use individual pages for 

levels 4 and 5 for each course Access – when searching, have to 

search each workbook individually E*Value – links through one level only

In Excel:

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In Excel:Level 1   (6 objectives) Links  

Level 2   (4 objectives)   Links  

In Excel:Level 3   (23 objectives)  Links  

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In Excel:   Level 4  Course Objectives (562±)

Level 5  Lecture Objectives   (6527+)

Level 6 – Assessment Items (10,000+)Lab 4 St 3

Level 5 – Course Lectures/Labs

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Term Search in Excel

(Not the best for keyword searches)

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In Access In Access

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In Access Link Search In Access

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In Access Term Search In Access

Highlights word in keyword searches

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So what does a map look 

like?  (Which one is the USA?

A different approach….oLecture/Lab Objectives 

oTime spentoAVMA CCoLecture/LaboAssessment

oCourse ObjectivesoProgram Objectives o College (SVM) GoalsoInstitutional (SGU Goals)

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SGU Step 1: How to get started!?•Determine what you are trying to accomplish 

• Identifying gaps in the curriculum• Identifying weakness and strengths in the curriculum•Evidence of clinical exposure•Time spent on objectives/topics•Assessments used to measure students’ academic performanceEtc…etc…etc...

SGU Step 2: Formatting for CM•Take your lecture PowerPoint and convert it into an outline form

*This will be done for EACH lecture

OR

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SGU Step 3: Copy and Paste!•Copy it and paste it into a Word document

SGU Step 4: Find Objective/Outcome/Topic

•Highlight objective/outcome/topic in 

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SGU Step 5: Keyword fun!•Highlight the keywords that correlate the objective/outcome/topic in GREEN!

*The best way to highlight keywords is to think of what you would search for!Ex. Data Collection not Advanced or Vaccine not Needle

SGU Step 6: Time spent?•Label how much time is spent on EACH objective/topic.

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SGU Step 7: How is it assessed?•Note how the objective/topic is assessed.

• Examples: Multiple Choice Exam, Group Presentation, Oral Presentation, Homework Assignments, Essay Exam, Etc.

•Can be noted at the top of the lecture notes, unless an objective/topic is assessed differently

SGU Step 8: What format is it taught in?•Note whether it is a laboratory session, lecture session or a combination. 

•Only needs to be noted once unless the course is taught in more than one format.

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SGU Step 9: Accreditation Information•Specify which of the 9 AVMA Clinical Competencies it relates to.

*If every topic in the outline is assessed in the same format, then it can be noted one time.

SGU CM “Cheat Sheet” – Part 1 of 2E*Value

Curriculum Mapping Checklist

1. Course Name

a. LAMS 503

2. Learning Objective (highlight yellow)

a. Review physiology in conjunction with clinical application

3. Hours taught

a. .25

4. Keywords associated with learning objective (highlight green)

a. Case presentation, signalment, history, presenting complain,

physical exam

5. Specify if taught in lab, lecture, or both

a. Lecture

6. Specify how objective is assessed.

a. Homework Assignments

i. Fill in the blank

ii. Essay

iii. Multiple choice quizzes, etc.

b. Exam

i. Multiple choice, etc.

7. Assign 1 or more of the AVMA Clinical Competencies

a. #1, #2, #5, etc.

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SGU CM “Cheat Sheet” – Part 2 of 21. Comprehensive patient diagnosis (problem solving skills), appropriate use of clinical laboratory 

testing and record management. 

2. Comprehensive Treatment Planning.

3. Anesthesia and Pain Management, Patient Welfare.

4. Basic Surgery Skills, Experience and Case Management.

5. Basic Medicine Skills, Experience and Case Management.

6. Emergency and Intensive Care Case Management.

7. Health Promotion, Disease Prevention, Biosecurity, Zoonoses, and Food Safety.

8. Client Communication and Ethical Conduct.

9. Strong Appreciation for the Role of Research in Furthering the Practice of Veterinary Medicine.

Now it’s our turn!•Information is now organized by lecture and course

•Electronic copy allows “copy and paste” to occur directly from the outline format into E*value • It saves time• Prevents spelling errors by (non‐veterinarian) coordinators who are responsible for inputting information into E*Value (or the  software/system you have chosen for your mapping fun).

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No cost (further)Microsoft Office ©

google.com search for Curriculum Map7,160,000 results

At our colleges, we already have:

E*Value® is a software program for management of medical rotations, scheduling, preceptor feedback, and student digital portfolios.  It just happens to be the platform that we use at LMU‐CVM and SGU‐SVM for our clinical/professional skills logging and our fourth year rotations.  It has a built‐in curriculum map app.

Some rave about its multiple abilities and ready‐to‐use medical focus. Others feel it is not very user‐friendly or easily navigated.   Pros/cons for any software…

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In E*ValueE*Value Terminology:COMPONENTS:  Those items that are to be linked to other itemsATTRIBUTES:  Those items to which components are linkedOur map: Components are lecture/lab objectives (Level 5); attributes are all other levels of the map

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Level 5 – the source of links in E*Value

OSCE 2 Station 5

The level 5 lecture objective is now linked to levels 1‐4 and 6.

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Term search in E*Value

Has the most useful term search 

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Where is your technological happy pl ce?The

KEYWORDis the key

As long as the faculty give the keyword to be linked!

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The hardest part is done!Faculty will happily turn in the final product for a final review…

RIGHT?

BUY‐IN! 

It’s all great but you cant do it alone!

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BE HOST(ESS) WITH THE MOST(ESS)

•We held an event!

If you provide it, they will come

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You have the info but is it right?!•Problem:

I am not a veterinarian or medical health professional…

•Solution:The formation of a committee to assist in the reviewing  process.

Curriculum Mapping Committee Review Function

•Committee formed specifically for the purpose of curriculum mapping.

•One faculty member from each department is trained.• Responsible for:

• Collecting map information• Reviewing for keywords• Reviewing completeness with all necessary information• Standardizing jargon (feline vs cat, canine vs dog, etc)• Updating the map with course changes/additions in their department

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Curriculum Committee Review Function•Typically, a Curriculum Committee is already in existence for curriculum development purposes.

•Since our curriculum committee is made up of various levels of faculty and staff from every department and student representatives, we consider our committee well represented.

Challenges to Curriculum Mapping(activity)

1. Buy‐in from administrators who would use map

2. Buy‐in from faculty who actually teach the content

3. Software to house the map – comfort zone

4. One person to handle the information – MapMaster

and the final challenge to mapping….

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5. Flexibility

The map is not in stone – it is in #2 pencil… with a big pink eraser!

Contact Information:

Patsy ButterbrodtLincoln Memorial University – College of Veterinary Medicinepatricia.butterbrodt@lmunet.edu           423.869.6538

Sherry BushongSt. George’s University – School of Veterinary MedicineSbushong@sgu.edu                                     504.909.0944

The Power of a Curriculum Map Patsy Butterbrodt, LMU-CVM Sherry Bushong, SGU-SVM

IUPUI Conference – October 2017

USES: What is being taught, Where and When it is being taught Identify duplications, identify lapses or gaps Tie instruction to institutional goals and objectives NEEDS TO BE: Logically and obviously linked vertically and horizontally Easily searchable for keywords or phrases – searchability is key ACTIVITY: Identify the possible levels of your educational program: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ SOFTWARE PLATFORMS: Excel, Access, E*Value®, ExamSoft®, many other possibilities Where is your technological happy place? ___________________________________________ CHALLENGES: Administrative support – who will use the information and for what purposes? Your administration contact(s): ______________________________________________ Faculty – have to supply the information for the map or it is not a complete picture Who will be the “map champion” at your school? ________________________________ Software – does the program you select do what you want and need it to do? See above for your “happy place” in software ___________________________________ MapMaster – who will be the one person in control of the information? Possibilities for your MapMaster _______________________________________________

Summary: Each level is a list of the vision/goals/objectives/competencies/student outcomes for that level. Each item in a level links to an item in the level above. Also, each item in a level has items in the level below that link to it. If neither of these is in place, the item should be reviewed for educational value. Must have the buy-in of administration for two reasons: 1. To support and encourage faculty to do the work necessary to create the map 2. To use the map and share findings with committees to continually update curriculum **The keyword is the key to searching the map for specific content. Use the map to identify where competencies are being taught and how they are being assessed. Use the map to identify content that is being understood well and where there are challenges. Use the map to identify duplications of content being taught. Is this co-curricular teaching and well placed or is it the same concept in two places? Courses could be reduced in hours. Use the map to identify content that is not being taught but is part of the expectations of the curriculum. Use the map to identify where new content can be added to instruction, whether inside an existing course or as a completely new course. The map is never “finished” – it is a living document that changes with the content of the discipline, the faculty of the courses, and the expansions of and restrictions to the curriculum. NOTES: _______________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Patsy Butterbrodt Sherry Bushong Director of Outcomes Assessment Assoc Director of Curriculum & Student Lincoln Memorial University CVM Assessment & Institutional Analytics patricia.butterbrodt@lmunet.edu St. George’s University SVM 423.869.6538 sbushong@sgu.edu 504.909.0944