Plaza Cecilia M, Draugalis JoLaine Reierson, Slack Marion K, Skrepnek Grant H, Sauer Karen Ann
The University of Arizona College of Pharmacy, USA.
Am J Pharm Educ. 2007 Apr 15;71(2):20. doi: 10.5688/aj710220.
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.
This study employed a descriptive cross-sectional study design based on a learning outcomes document and several existing student and curricular data sets.
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.
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.
展示一种课程映射技术及其在项目评估中的应用，并为药学教育中的潜在应用提供具体建议。
本研究采用基于学习成果文件以及几个现有学生和课程数据集的描述性横断面研究设计。
研究对象为2004 - 2005学年亚利桑那大学药学院（UACOP）的209名药学博士（PharmD）学生，并对课程中34门必修理论课程中的31门进行了映射。学生和教师在各自课程映射中对领域覆盖范围的排名一致。
学生和教师的图形化课程映射在各领域相对重点排名顺序上的一致性表明预期课程/授课课程与所学课程之间具有一致性。本研究展示了一种课程映射方法，可用于在课程评估中理解和利用现有数据。
