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Curriculum mapping of dental physiology curriculum: The path towards outcome‐based education
Author(s) -
Vashe Asha,
Devi Vasudha,
Rao Raghavendra,
Abraham Reem R.
Publication year - 2020
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12531
Subject(s) - curriculum , bachelor , curriculum mapping , emergent curriculum , curriculum based measurement , curriculum theory , medical education , curriculum development , mathematics education , psychology , medicine , pedagogy , geography , archaeology
Curriculum mapping provides a clear picture of curriculum content, learning opportunities and assessment methods employed to measure the achievement of learning outcomes with their interrelationships. It facilitates educators and teachers to examine the extent to which the curricular components are linked and hence to find out gaps in the curriculum. The objective of the study was, therefore, to evaluate the physiology curriculum of Bachelor of Dental Surgery (BDS) programme through curriculum mapping. Materials and Methods In this study, mapping of the physiology curriculum of three batches of BDS programme was conducted retrospectively. The components of the curriculum used for mapping were expected learning outcomes, curriculum content, learning opportunities, assessments and learning resources. The data were gathered by reviewing office records. Results Descriptive analysis of the data revealed reasonable alignment between the curriculum content and questions asked in examinations for all three batches. It was found that all the expected learning outcomes were addressed in the curriculum and assessed in different assessments. Moreover, the study revealed that the physiology curriculum was contributing to majority of the programme outcomes. Nevertheless, the study could identify some gaps in the curriculum, as well. Conclusion This study revealed that majority of the components of the curriculum were linked and contributed to attaining the expected learning outcomes. It also showed that curriculum mapping was feasible and could be used as a tool to evaluate the curriculum.