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BRIEF REPORT
Year : 2021  |  Volume : 4  |  Issue : 1  |  Page : 1-3

Curriculum mapping: A process to revise the path to achieving student competency


Department of Clinical Pharmacy, Philadelphia College of Pharmacy at University of Sciences, Philadelphia, PA, USA

Correspondence Address:
Dr. Karleen Melody
Department of Clinical Pharmacy, Philadelphia College of Pharmacy at University of Sciences, 600 S. 43rd Street, Box # 34, Philadelphia, PA 19104
USA
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ehp.ehp_41_20

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Objective: The objective of this study was to outline the process and results of a curriculum map revision. Methods: A revision process was developed for curricular competencies and measurable abilities (MAs). A crosswalk of the original MAs to the revised MAs and curriculum mapping reports for the 2018–2019 and 2019–2020 academic years were evaluated. Results: The number of competencies decreased from 12 to 11 and MAs increased from 90 to 98. The MA word count decreased from 1719 to 1498 (12.9%); 25 were combined, 26 were deleted, seven were divided, and 47 were created. Course learning outcomes (CLOs) mapped to a mean of 139 and 39 MAs prerevision and postrevision, respectively. Prerevision, 86.9% of CLOs mapped to an MA. Postrevision, 100% of CLOs mapped to an MA. Conclusion: Our revision process reduced redundancy and complexity and addressed gaps. Institutions searching for a model to assist with curriculum mapping and revisions may find our process useful.


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