Hamilton Karin, Middleton Jamie L, Pattamakaew Sakulrat, Khattiya Rutch, Jainonthee Chalita, Meeyam Tongkorn, Hueston William
University of Minnesota College of Veterinary Medicine.
Los Angeles County Department of Public Health.
J Vet Med Educ. 2020 Sep;47(s1):74-82. doi: 10.3138/jvme-2019-0109.
Curriculum mapping provides a systematic approach for analyzing the conformity of an educational program with a given set of standards. The Chiang Mai University Faculty of Veterinary Medicine and the University of Minnesota College of Veterinary Medicine joined together in an educational twinning project to map their Doctor of Veterinary Medicine curricula against core competencies identified by the World Organisation for Animal Health (OIE) as critically important for Day 1 veterinary graduates to meet the needs for global public good services. Details of curriculum coverage for each specific and advanced competency were collected through a review of syllabi and course descriptions, followed by in-depth interviews of key faculty members. The depth of coverage of each competency was estimated by the tabulating the number of hours assigned. The teaching methods and levels of learning were also captured. While the overall design of the curricula conformed to the OIE Guidelines for Veterinary Education Core Curricula, the mapping process identified variability in the depth and breadth of coverage on individual competencies. Coverage of the Day 1 Specific Competencies was greater early in the curricula. More gaps existed in terms of the Advanced Competencies than the specific core competencies. Discussion of the identified gaps with faculty members led to opportunities for strengthening the curricula by adjustments of individual courses throughout the curricula. Documentation of teaching methods also led to professional development of new pedagogical skills and redesign of the teaching methods for particular subjects.
课程映射提供了一种系统方法，用于分析教育项目与给定标准集的契合度。清迈大学兽医学院和明尼苏达大学兽医学院共同参与了一个教育结对项目，将其兽医学博士课程与世界动物卫生组织（OIE）确定的核心能力进行映射，这些核心能力对于第一天的兽医毕业生满足全球公共服务需求至关重要。通过审查教学大纲和课程描述，随后对关键教员进行深入访谈，收集了每个特定和高级能力的课程覆盖细节。通过统计分配的小时数来估计每个能力的覆盖深度。还记录了教学方法和学习水平。虽然课程的总体设计符合OIE兽医教育核心课程指南，但映射过程发现了各个能力在覆盖深度和广度上存在差异。第一天特定能力的覆盖在课程早期更大。与特定核心能力相比，高级能力方面存在更多差距。与教员讨论已发现的差距，为通过调整整个课程中的个别课程来加强课程提供了机会。教学方法的记录还促进了新教学技能的专业发展以及特定学科教学方法的重新设计。
