Table 3 Articles classified under ‘Developing Computerized Tools’ category
From: Curriculum management/monitoring in undergraduate medical education: a systematized review
| First Author. Year | Title | Site of Study | Summary |
|---|---|---|---|
| Rosinski E. 1962 [16] | A System of Cataloguing the Subject Matter Content of a Medical School Curriculum | Medical College of Virginia | The subjects that were taught during 4 years of medical school were cataloged in a computer and could be searched by a unique code for each subject. This system was helpful for medical teachers to locate the searched subject throughout the four–year medical curriculum. |
| Gotlib D. 1984 [17] | A computerized database-management system for curriculum analysis | University of Ottawa Medical School | A computer-based information system was designed to help the curriculum committee have quick and simple access to the data needed for management decisions related to pathophysiology and special pathology course. |
| Curry L. 1984 [18] | Computerization of undergraduate medical curriculum content | Dalhousie university, Faculty of Medicine | Summaries of the first 3 years of undergraduate medical curriculum were stored in a computerized system. Each teaching group had a global access to these summaries; hence, unnecessary redundancies could be avoided. |
| Buckenham S. 1986 [19] | An Application of Computers to Curriculum Review and Planning | University of Toronto Faculty of Medicine | A computer-based curriculum database was developed for undergraduate medical curriculum (except the clerkship year) to provide accurate curriculum information for curriculum planners. |
| Mattern W. 1992 [20] | Computer databases of medical school curricula | – |
Description of 3 medical curriculum database prototypes: University of North Carolina at Chapel Hill SoM: first 2 years of the curriculum University of Maryland: data on core elements of the first 3 years of the curriculum University of Miami SoM: preclinical curriculum |
| Salas A. 2003 [13] | CurrMIT: a tool for managing medical school curricula | North American Medical Schools | To document and manage the curriculum information of North American medical schools, CurrMIT was developed and implemented by the AAMC (Association of American Medical Colleges) |
| Watson E. 2007 [14] | Development of eMed: A Comprehensive, Modular Curriculum-Management System | University of New South Wales Faculty of Medicine | An electronic curriculum-management system (eMed) was developed to support the development and delivery of new undergraduate medical curriculum. It contains 6 main tools: curriculum map, timetable tool, course management tool, learning resource catalog, student portfolio, assessment tracking tool, and peer assessment tool. |
| Nifakas S. 2015 [21] | AUVA – Augmented Reality Empowers Visual Analytics to explore Medical Curriculum Data | Year 3 undergraduate medical program at Karolinska Institutet | Technical description of using Augmented Reality (AR) as a data management-presentation tool to visualize medical curriculum data. |
| Balzer F. 2015 [22] | Development and alignment of undergraduate medical curricula in a web-based, dynamic Learning Opportunities, Objectives and Outcome Platform (LOOOP) | Fourth-year students of an organ-based, interdisciplinary curriculum of human medicine, participated in the study | Curriculum map and Learning Opportunities, Objectives and Outcome Platform (LOOOP) were developed to ensure alignment of different parts of the medical curriculum (competencies, objectives, teaching and assessment methods, etc.). |
| Stekette C. 2015 [23] | Prudentia: A Medical School’s Solution to Curriculum Mapping and Curriculum Management |
School of Medicine University of Notre Dame Australia | In response to the accreditation visits by the Australian Medical Council (AMC), a curriculum mapping system (Prudentia) was designed and developed to demonstrate alignment between different curriculum components such as course outcomes, AMC outcomes, etc. |
| Shroyer A. 2016 [11] | Drivers of dashboard development (3-D): A curricular continuous quality improvement approach | Stony Brook University School of Medicine | To meet LCME accreditation standards, Drivers of Dashboard Development (3-D) approach was developed and implemented to collect and monitor UME program data. |
| Al-Eyd G. 2018 [24] | Curriculum mapping as a tool to facilitate curriculum development: a new School of Medicine experience | California University of Science & Medicine- School of Medicine (CalMed-SOM) | Introduce the process of curriculum mapping using the standardized curriculum inventory vocabulary to align the medical school to the AAMC. This was done through a computerized data collection tool called Session Mapping Template (SMT). |
