Abstract
This article was migrated. The article was marked as recommended. Charged with implementing a new curriculum within an established residency, we describe the application of curriculum mapping, a tool underutilized in GME. As proof of concept, we utilized curriculum mapping to identify existing palliative care didactic content and deficiencies within the Yale Internal Medicine Residency Programs for one academic year. Mapping included three steps: determining core educational venues, identifying and analyzing didactic content, and aligning content with published competencies. The curriculum map contained data for 5 of 9 educational venues, demonstrating gaps in Terminal Care & Bereavement, Spirituality, and Hospice Care. These gaps have informed the new palliative care curriculum. Although curriculum mapping has potential for application in GME, it is limited by available data.
Highlights
We were charged with designing a comprehensive palliative care curriculum for internal medicine (IM) residents at our institution
We applied curriculum mapping within GME to define the state of palliative care didactic education in the Yale IM Residency Programs: Primary Care (YPC) and Traditional (IM-Trad)
For July 1, 2014 to June 30, 2015, we identified and aligned the palliative care didactic content within YPC and IMTrad with five published residency competency domains: Pain & Symptom Management, Communication, Psychosocial/Spiritual/Cultural Aspects of Care, Terminal Care &Bereavement (TCB), Palliative Care Principles & Practice. (Schaefer et al, 2014) We focused on didactic content since it is a good measure of instructional content (Porter, 2002), is mandated by the ACGME (Education, 2016), and remains the most common way to disseminate medical knowledge (Sawatsky et al, 2014)
Summary
We were charged with designing a comprehensive palliative care curriculum for internal medicine (IM) residents at our institution. We identified curriculum mapping as a data-driven approach to inventory our existing palliative care exposures. Curriculum mapping makes the links between these components transparent to learners, educators, and administrators (Harden, 2001). Promoted as an essential tool for curricular development and implementation (Harden, 2001) and shown to improve medical school (Meekin et al, 2000; Wachtler and Troein, 2003) and residency education (Harden, 2001; Wong and Roberts, 2007) curriculum mapping appears underutilized in GME. We applied curriculum mapping within GME to define the state of palliative care didactic education in the Yale IM Residency Programs: Primary Care (YPC) and Traditional (IM-Trad). We describe the development of our curriculum map, the challenges encountered, and lessons learned
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