Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
Comparative Study
. 2007 Apr 15;71(2):20.
doi: 10.5688/aj710220.

Curriculum mapping in program assessment and evaluation

Cecilia M Plaza  1 , JoLaine Reierson Draugalis, Marion K Slack, Grant H Skrepnek, Karen Ann Sauer
Affiliations
Comparative Study

Curriculum mapping in program assessment and evaluation

Cecilia M Plaza et al. Am J Pharm Educ. .

Abstract

Objectives: To demonstrate a curriculum mapping technique and its use in program evaluation and assessment, as well as to provide specific recommendations for potential uses in pharmacy education.

Methods: This study employed a descriptive cross-sectional study design based on a learning outcomes document and several existing student and curricular data sets.

Results: The population consisted of 209 PharmD students at the University of Arizona College of Pharmacy (UACOP) during the 2004-2005 academic year and mapped 31 of the 34 required didactic courses in the curriculum. There was concordance between student and faculty member ranking of domain coverage in their respective curricular maps.

Conclusions: The agreement between the student and faculty graphical curriculum maps on the order of the ranking of the relative emphasis of each domain suggests concordance between the intended/delivered and received curriculums. This study demonstrated a curriculum mapping methodology that can be used to both make sense and use of existing data in curricular evaluation.

PubMed Disclaimer

Figures

Figure 1
Figure 1
Map of intended/delivered curriculum by course and domain (domain 1: patient care – ensuring appropriate therapy and outcomes; domain 2: dispensing medications and devices; domain 3: health promotion and disease prevention; domain 4: professionalism; domain 5: health systems and management).
Figure 2
Figure 2
Map of the intended/delivered and received curriculum by professional year and domain. (Domain 1: Patient care, ensuring appropriate therapy and outcomes; domain 2: dispensing medications and devices; domain 3: health promotion and disease prevention; domain 4: professionalism; domain 5: health systems and management).
See this image and copyright information in PMC

References

    1. Abate MA, Stamatakis MK, Haggett RR. Excellence in curriculum development and assessment. Am J Pharm Educ. 2003;67 article 89.
    1. Ewell PT. National trends in assessing student learning. J Engineering Educ. 1998:107–13.
    1. Ewell PT, Jones DP. Indicators of ‘Good Practice’ in Undergraduate Education: A Handbook for Development and Implementation. Boulder, CO: National Center for Higher Education Management Systems; 1996.
    1. Porter AC, Smithson JL. Philadelphia, PA: CRPE Research Report Series Consortium for Policy Research in Education; 2001. Defining, developing, and using curriculum indicators.
    1. Harden RM. AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Med Teach. 2001;23:123–37. - PubMed

Publication types

MeSH terms

LinkOut - more resources