Fig. 2

Flowchart showing how RCPath 2014 Pathology Undergraduate Curriculum may be sub-divided to enable curriculum mapping. The RCPath Curriculum describes broad themes (such as general concepts in pathology). These themes are then sub-divided into different concepts (such as inflammation, or cardiovascular system). Each concept is then sub-divided by the different sub-specialist domains in pathology (pathophysiology, microbiology, haematology and biochemistry). For each of these concept/domain combinations, finally, competencies (similar to intended learning outcomes) are listed. This creates a system where one or more competencies are listed for the concepts, divided by domains, for example, the pathophysiology of inflammation. For our research, we used the level of the domains within each concept to compare to our Glasgow curriculum: this meant that we compared teaching sessions to RCPath concept/domains; and we defined what was actually in each concept/domain by its competencies listed in the RCPath Curriculum