Boosting competence-orientation in undergraduate medical education – A web-based tool linking curricular mapping and visual analytics

Abstract

Objectives: Transition to competency-based medical education is a highly challenging endeavor. Students, teachers and institutions need curricular transparency for understanding the build-up of competencies in terms of coverage, sequence and consistence of learning objectives and assessment. The project aim was to develop and implement a web-based interactive platform for curriculum mapping, diagnostics, and development. The tool should be transferable to other faculties and allow description and visualization of medical curricula in comparison to given national competency-based standards.

Methods: In a design-based multi-center approach, four German medical faculties cooperated and developed a standardized, common mapping tool (MERlin database). Implemented are techniques for big data handling and visual analytics.

Results: The platform profile is adapted closely to user needs. Intuitive data entry and comfortable quality maintenance support teacher engagement. Individual navigation for curricular diagnostics is guided by practice-oriented questions. Sophisticated, easy-understandable visualizations show curricular strengths and weaknesses. Transparency in contributing departments facilitates goal-oriented dialogs. Currently, 14 of 38 German faculties use the platform.

Conclusions: In view of huge amounts of data and complex curricular structures, the MERlin database facilitates effective curriculum mapping, goal-oriented curriculum development, comparison to national competency-based standards, effective data sharing and benchmarking across faculties with different curriculum management systems.

Glossary

Visual Analytics: The term “visual analytics” was introduced by Wong and Thomas (2004). It was defined subsequently by an international advisory panel with representatives from academia, industry, and governments as “the science of analytical reasoning facilitated by interactive visual interfaces” (Thomas and Cook 2005). Visual analytics combines techniques of information visualization and data analysis and is especially used for exploitation of massive, dynamic, ambiguous, and/or conflicting data. The visualization and graphical presentation of abstract data “attempts to reduce the time and the mental effort users need to analyze large datasets” (Pantazos 2012).

Ethical approval

This research was performed in accordance with the Declaration of Helsinki. The study does not involve any human subjects, including research on identifiable human material and data. The study was approved by the deans of studies of all participating Faculties of Medicine.

Acknowledgments

The authors would like to express warm thanks and great appreciation to the entire MERlin Group for generous engagement and stimulating discussions. Additionally, they express sincere thanks to the deans of study and teaching as well as to the staff of the deans’ offices of student affairs for their eminent support of the mapping project. Particularly, we wish to thank all teaching coordinators and those responsible for courses and modules for their energetic participation in the mapping process and the helpful discussions. They contributed important information and gave impulses for optimizing the instruments and the process.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The MERlin-Project (Phase I: 2012–2016, Phase II: 2017–2020) is funded by the Federal Ministry of Education and Research of Germany (reference numbers: 01PL12011A, 01PL17011A). The joint project of the Medical Faculties of Baden-Wuerttemberg (Phase I: Freiburg, Heidelberg, Mannheim, Tuebingen; since Phase II: Ulm) is focused on medical education research within a cooperative, statewide teaching network regarding competency-based education and assessment.

Notes on contributors

Olaf Fritze

Olaf Fritze, PhD, is a biotechnologist, research associate at the Competence Centre for University Teaching in Medicine Baden-Wuerttemberg at the Faculty of Medicine, University of Tuebingen.

Maria Lammerding-Koeppel

Maria Lammerding-Koeppel, MD, is an anatomist and medical educationalist. She is Director of the Competence Centre for University Teaching in Medicine Baden-Wuerttemberg at the Faculty of Medicine, University of Tuebingen.

Martin Boeker

Martin Boeker, MD, is a computer scientist and Head of the Working group for Medical Informatics at the Institute of Medical Biometry and Statistics of the Faculty of Medicine and Medical Centre, University of Freiburg.

Elisabeth Narciss

Elisabeth Narciss, MD, is a research associate at the Dean’s Office of Student Affairs and coordinator of final year education at the Competence Centre of the Final Year Baden-Wuerttemberg, Medical Faculty Mannheim, University of Heidelberg.

Annette Wosnik

Annette Wosnik, MD, is Head of the Dean’s Office of Student Affairs at the Faculty of Medicine, University of Tuebingen.

Stephan Zipfel

Stephan Zipfel, MD, is Head of the Department of Psychosomatic Medicine and Psychotherapy of the University Hospital and Dean of Student Affairs at the Faculty of Medicine, University of Tuebingen.

Jan Griewatz

Jan Griewatz, MA, is a pedagogue, research associate and Deputy Head at the Competence Centre for University Teaching in Medicine Baden-Wuerttemberg at the Faculty of Medicine, University of Tuebingen.