Mapping session learning objectives to exam questions: How to do it and how to apply the results

Abstract

Background: The undergraduate pre-clerkship Population Health courses for University of Manitoba medical students underwent a mapping exercise to improve alignment between session learning objectives and the multiple choice questions (MCQs) used for learner assessment.

Methods: Each learning objective was mapped to all related MCQs in the exam bank. Learning objectives not linked to any specific MCQs were identified. All MCQs in the exam bank were mapped back to the learning objectives and all MCQs not corresponding to a learning objective were identified. In total, 536 MCQ were mapped to 358 learning objectives.

Results: Mapping results were shared with course leadership and instructors to affect practical changes in the Population Health courses, such as revisions and improvements to session learning objectives, and targeted development of new MCQs. Following the implementation of changes post-mapping exercise, our findings indicate a significant improvement in student satisfaction with the Population Health courses, although they did not have a discernable impact on exam performance.

Conclusions: The mapping exercise required an initial investment of resources, but produced an MCQ database that can be regularly maintained to ensure alignment between learning objectives and assessment, thereby contributing to ongoing curriculum quality and improvement, and improved exam reliability and validity.

Acknowledgements

We would like to thank Dr. Stephen Moses and Dr. Sharon Bruce for supporting this initiative.

We would also like to thank Joanne Hamilton, Dr. Helen Mawdsley and Dr. Christen Rachul, for comments and insights on earlier drafts of this manuscript. Thank you to the undergraduate medical students in the classes of 2020 and 2021, and the Population Health student representatives, who provided valuable feedback. Finally, we acknowledge the generous administrative support of Eliya Ichihashi.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Learning Objective: Is a clear statement of a desired learning outcome (knowledge, skills, or attitude to be learned), the appropriate level of competence (e.g. introductory level up to mastery), and how this knowledge will be assessed.

Mayer R. 2010. Applying the science of learning to medical education. Med Educ. 44:543–549.

Hamdy H. 2006. Blueprinting for the assessment of health care professionals. Clin Teach. 3:175–179.

Curriculum Mapping: Is the systematic practice of identifying missing learning objectives (e.g. content that should be covered but is not being addressed), as well as overlaps in learning objectives, within an education curriculum. Curricular mapping can take place on both micro (e.g. for a single course or component of a session) and macro (e.g. undergraduate program) levels, and on three different kinds of curricula, declared, taught, and learned, either alone or in combination.

Sterz J, Hoefer SH, Janko M, Bender B, Adili F, Schreckenbach T, Seifert LB, Ruesseler M. 2018. Do they teach what they need to? An analysis of the impact of curriculum mapping on the learning objectives taught in a lecture series in surgery. Med Teach. 1–5.

Additional information

Notes on contributors

Chelsea Jalloh

Chelsea Jalloh, MEd, PhD(c), is the Coordinator of Undergraduate Medical Education for the Department of Community Health Sciences (Max Rady College of Medicine, University of Manitoba), and a PhD Candidate in the Faculty of Education at the University of Manitoba.

Benjamin Collins

Benjamin Collins, PhD, is an Adjunct Assistant Professor with the Department of Anthropology at the University of Manitoba and an Honorary Research Associate with the Department of Archeology at the University of Cape Town.

Danielle Lafleur

Danielle Lafleur, BA, is the former Undergraduate Medical Education Assistant for the Department of Community Health Sciences (Max Rady College of Medicine, University of Manitoba), and is currently a graduate student in Audiology at the University of British Columbia.

Joss Reimer

Joss Reimer, MD, MPH, FRCPC, is an Assistant Professor and Co-Director of the Undergraduate Medical Education Program for the Department of Community Health Sciences (Max Rady College of Medicine, University of Manitoba). Dr. Reimer is a Medical Officer of Health for the Winnipeg Regional Health Authority/Manitoba Health, and a primary care physician.

Adrienne Morrow

Adrienne Morrow, MSc, MD, CCFP, FRCPC, is an Assistant Professor and Co-Director of the Undergraduate Medical Education Program for the Department of Community Health Sciences (Max Rady College of Medicine, University of Manitoba). Dr. Morrow is Chief of Staff and a primary care physician for Ongomiizwin Health Services (University of Manitoba) at Norway House Hospital.