Location
Paper Session #2a: Professionalism and Educational Research & Involvement
Start Date
11-10-2019 2:45 PM
End Date
11-10-2019 2:55 PM
Type of Work
Presentation
Description
Objective: The objective of this paper is to discuss and share some of the successes and challenges of manually tagging all first- and second-year (M1/M2) curriculum course sessions over the course of five academic years (2014 - 2019).
Methods: As part of the Liaison Committee on Medical Education (LCME) accreditation process, all US medical schools are required to maintain a curriculum database that tracks the number of course hours spent on a selected set of topics outlined in the LCME Functions and Structures of a Medical School; this is usually achieved by building a controlled vocabulary based on Standard 6 and Standard 7. The created vocabulary is then applied to the corresponding course sessions in a process known as curriculum tagging or curriculum mapping. The health sciences library provides this service for the college in accordance with the requirements outlined by the LCME.
Results: In 2014, the health sciences library began manually tagging all course sessions from the M1/M2 curriculum. This paper describes the challenges and successes encountered manually tagging the curriculum over five academic years. The challenges include taking over the tagging mid-project, not being able to participate in the creation of the controlled vocabulary tags, extremely limited feedback on the completed tagging and overall project, and finally the amount of time required to manually tag all course sessions. Some of the successes discussed are making a case for full access to all course content, a new page layout in the curriculum database to facilitate tagging, and finding, then applying, word frequency analysis software to course content to better determine tag selection.
Conclusions: The curriculum database and course session tagging received a rating of Satisfactory from the LCME Committee after the LCME Site Survey during the accreditation process.
A Librarian's Perspective on Manually Tagging Curriculum for LCME Accreditation
Paper Session #2a: Professionalism and Educational Research & Involvement
Objective: The objective of this paper is to discuss and share some of the successes and challenges of manually tagging all first- and second-year (M1/M2) curriculum course sessions over the course of five academic years (2014 - 2019).
Methods: As part of the Liaison Committee on Medical Education (LCME) accreditation process, all US medical schools are required to maintain a curriculum database that tracks the number of course hours spent on a selected set of topics outlined in the LCME Functions and Structures of a Medical School; this is usually achieved by building a controlled vocabulary based on Standard 6 and Standard 7. The created vocabulary is then applied to the corresponding course sessions in a process known as curriculum tagging or curriculum mapping. The health sciences library provides this service for the college in accordance with the requirements outlined by the LCME.
Results: In 2014, the health sciences library began manually tagging all course sessions from the M1/M2 curriculum. This paper describes the challenges and successes encountered manually tagging the curriculum over five academic years. The challenges include taking over the tagging mid-project, not being able to participate in the creation of the controlled vocabulary tags, extremely limited feedback on the completed tagging and overall project, and finally the amount of time required to manually tag all course sessions. Some of the successes discussed are making a case for full access to all course content, a new page layout in the curriculum database to facilitate tagging, and finding, then applying, word frequency analysis software to course content to better determine tag selection.
Conclusions: The curriculum database and course session tagging received a rating of Satisfactory from the LCME Committee after the LCME Site Survey during the accreditation process.