Curriculum Mapping of Geriatric Medicine Core Competencies in the Preclinical Problem-Based Learning Curriculum at the John A Burns School of Medicine, University of Hawai′i

Poster Exhibit, Professional Schools
New LCME accreditation standards will require medical schools to monitor curriculum and content and to develop a curriculum inventory over the next 1--2 years. There is little literature on the use of curriculum mapping to evaluate Problem-Based Learning (PBL) curriculum. Equipping medical students with knowledge and skills to care for our rapidly aging population is critical. We describe how developing a curriculum map for geriatric medicine core competencies during preclinical education helped identify areas to target revision of curricula. While curriculum mapping will be necessary in meeting AAMC inventory requirements in the future, the Curriculum Mapping of Geriatric Medicine Core Competencies at JABSOM has already proven to be an effective strategy. During our analysis, we found that we covered many LCME survey topics important for accreditation (e.g. care of the disabled, abuse, end--of--life care, health care systems). Through examination of the preclinical curriculum, we identified areas of deficiency, and also that the sequence was not ideal. Greater emphasis on geriatric physiology should occur earlier in the preclinical years, and coverage of optimal medication management should occur in later courses. Greater discussion regarding “Hospital Care for Elders,” including the important topics of patient safety and discharge planning towards the end of the second year, would also help better prepare students for their clinical years. Revisions to the curriculum and examinations are planned. We also plan to expand our analysis to include interprofessional education and cultural competence.

New LCME accreditation standards will require medical schools to monitor curriculum and content and to develop a curriculum inventory over the next 1–2 years. There is little literature on the use of curriculum mapping to evaluate Problem-Based Learning (PBL) curriculum. Equipping medical students with knowledge and skills to care for our rapidly aging population is critical. We describe how developing a curriculum map for geriatric medicine core competencies during preclinical education helped identify areas to target revision of curricula. While curriculum mapping will be necessary in meeting AAMC inventory requirements in the future, the Curriculum Mapping of Geriatric Medicine Core Competencies at JABSOM has already proven to be an effective strategy. During our analysis, we found that we covered many LCME survey topics important for accreditation (e.g. care of the disabled, abuse, end–of–life care, health care systems). Through examination of the preclinical curriculum, we identified areas of deficiency, and also
that the sequence was not ideal. Greater emphasis on geriatric physiology should occur earlier in the preclinical years, and coverage of optimal medication management should occur in later courses. Greater discussion regarding “Hospital Care for Elders,” including the important topics of patient safety and discharge planning towards the end of the second year, would also help better prepare students for their clinical years. Revisions to the curriculum and examinations are planned. We also plan to expand our analysis to include interprofessional education and cultural competence. By Alfred Lua, Aida Wen, Misty Yee, Monica Stitt-Bergh, Christina Bell, Richard Kasuya, Damon Sakai, and Kamal Masaki

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Recommended Citation:
Lua, A., Wen, A., Yee, M., Stitt-Bergh, M., Bell, C., Kasuya, R., Sakai, D., and Masaki, K. (2014, April). Curriculum Mapping of Geriatric Medicine Core Competencies in the Preclinical Problem-Based Learning Curriculum at the John A Burns School of Medicine, University of Hawai′i. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at the University of Hawai‘i at Mānoa, Honolulu, HI.´