TY - JOUR
T1 - Curriculum mapping to audit and grow longitudinal graduate medical education leadership training
AU - Goodwin, Andrew
AU - Hughes, Kathryn
AU - Hartzell, Joshua
AU - Johnson, William Rainey
N1 - © Author(s) (or their employer(s)) 2024. No commercial re-use. See rights and permissions. Published by BMJ Group.
PY - 2024/12/23
Y1 - 2024/12/23
N2 - Background: Residents need and want practical leadership training, yet leadership curricula are lacking in graduate medical education (GME). We describe our process of curriculum mapping, a method for auditing a curriculum, and its role in iterative leadership curriculum development. Aims: To show how to create a curriculum map for auditing a curriculum using examples from our leadership curriculum and to demonstrate its value through case examples of leadership education integration into existing resident experiences. Methods: We selected our recent systematic review on current leadership curricula to prioritise leadership content given it was the basis for our initial curriculum. We identified existing resident experiences where training can occur. We use the selected content and training environments, layered with a modified Miller's pyramid, to construct a curriculum map. Results: Our curriculum map provides an example of curriculum auditing that reveals opportunities for leadership training that could be integrated into current residency experiences. We provide case examples of application. Discussion: Effective leadership training should address critical topics and capitalise on experiential learning opportunities that exist within residency training programmes. The training must be seamlessly integrated into the demanding obligations of GME trainees, a process that can be achieved using curriculum mapping. Curriculum mapping can provide insight into a residency programme's leadership curriculum and create a direction for future leadership curriculum development.
AB - Background: Residents need and want practical leadership training, yet leadership curricula are lacking in graduate medical education (GME). We describe our process of curriculum mapping, a method for auditing a curriculum, and its role in iterative leadership curriculum development. Aims: To show how to create a curriculum map for auditing a curriculum using examples from our leadership curriculum and to demonstrate its value through case examples of leadership education integration into existing resident experiences. Methods: We selected our recent systematic review on current leadership curricula to prioritise leadership content given it was the basis for our initial curriculum. We identified existing resident experiences where training can occur. We use the selected content and training environments, layered with a modified Miller's pyramid, to construct a curriculum map. Results: Our curriculum map provides an example of curriculum auditing that reveals opportunities for leadership training that could be integrated into current residency experiences. We provide case examples of application. Discussion: Effective leadership training should address critical topics and capitalise on experiential learning opportunities that exist within residency training programmes. The training must be seamlessly integrated into the demanding obligations of GME trainees, a process that can be achieved using curriculum mapping. Curriculum mapping can provide insight into a residency programme's leadership curriculum and create a direction for future leadership curriculum development.
KW - clinical leadership
KW - curriculum
KW - leadership assessment
KW - medical leadership
KW - trainees
UR - http://www.scopus.com/inward/record.url?scp=85193978656&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/4b2632ad-7bcb-3bd4-b468-4b46f6258d52/
U2 - 10.1136/leader-2023-000854
DO - 10.1136/leader-2023-000854
M3 - Article
C2 - 38749677
AN - SCOPUS:85193978656
SN - 2398-631X
VL - 8
SP - 368
EP - 372
JO - BMJ Leader
JF - BMJ Leader
IS - 4
M1 - leader-2023-000854
ER -