ArticleBMC medical education2025
How to use curriculum mapping to ensure a coherent and coordinated learning spiral in a competency-based medical curriculum across two medical universities.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- What should medical students learn in immunology? Developing a consensus-based curriculum framework for a spiral medical curriculum.Irish journal of medical science · 2026Article
- An Empirical Approach to Curriculum Mapping in Traditional Kampo Medicine Education in Japan: Practical Methodological Study.JMIR formative research · 2026Article
- National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) - process description over the last 15 years.GMS journal for medical education · 2026Article
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6 authors.
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Abstract
backgroundEvaluation of competency-based medical curricula is still a challenge. Curriculum mapping comprises all learning objectives for the learning events which are (usually) mapped to a national framework. This study evaluates coherence within the learning spiral across two consecutive competency-based curricula by usage of curricular maps.
methodsCurriculum mapping data of two undergraduate medical curricula (Bachelor and consecutive Master) from two different Swiss universities was used to evaluate a given topic (in our case cardiology) related to continuity and increasing complexity. In addition, coverage of the Swiss national framework ('PROFILES') was assessed.
resultsA continuous exposure to cardiovascular content across the two programs as well as an increasing complexity was found. The analysis further showed that most parts of the national Swiss framework ('PROFILES') are covered to some extent and revealed missing coverage of some parts of the first chapter ('General Objectives') and second chapter ('Entrustable Professional activities').
conclusionThe results support the implicit notion that the medical curriculum across two universities can be coherent and provide the necessary structure to enable a coordinated learning spiral. The approach can be used for any curriculum which has been mapped to a framework to evaluate the coherence and coordination of a learning spiral in each field. This approach can be very valuable especially for medical programs where students change from one institution to another.
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