BMC Med Educ. 2021 Jul 08;21(1):371. doi: 10.1186/s12909-021-02808-3.

Creation of a novel simple heat mapping method for curriculum mapping, using pathology teaching as the exemplar.

BMC medical education

Ryan Clark, Sarah Bell, Jennifer Roccisana, Karin A Oien, Sharon F Sneddon

PMID: 34238273 PMCID: PMC8265068 DOI: 10.1186/s12909-021-02808-3

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.

Keywords: Curriculum; Curriculum mapping; Heat maps; Pathology; Undergraduate medical education

References

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MeSH terms

• Curriculum
• Education, Medical, Undergraduate*
• Educational Status
• Hot Temperature
• Teaching
• Universities

Publication Types

• Journal Article