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Using a topic model to map and analyze a large curriculum.

Peter A Takizawa1

  • 1Department of Cell Biology, Yale University School of Medicine, New Haven, Connecticut, United States of America.

Plos One
|April 20, 2023
PubMed
Summary

A new topic model quantitatively maps medical school curriculum content to learning objectives. This approach helps track specific topics like gender identity and measure content integration across courses.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Educational Data Mining

Background:

  • Understanding medical curriculum content is vital for assessing learning objectives.
  • Medical education curricula face challenges due to vast content, topic diversity, and numerous faculty.
  • Existing methods for curriculum analysis are often insufficient for complex medical programs.

Purpose of the Study:

  • To develop a manageable representation of content in the pre-clerkship medical curriculum at Yale School of Medicine.
  • To quantitatively map curriculum content to school-wide competencies.
  • To enable tracking of specific content areas and measure inter-course integration.

Main Methods:

  • A topic model was generated using all educational documents provided to students during the pre-clerkship period.

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  • The topic model was employed to quantitatively assess the coverage of each topic within the curriculum.
  • Content mapping was performed against established school-wide competencies.

    • Main Results:

    • The topic model successfully provided a quantitative overview of curriculum content.
    • A previously under-identified content area, gender identity, was highlighted and its coverage tracked over four years.
    • The model enabled quantitative measurement of content integration both within and between courses.

    Conclusions:

    • Topic modeling offers a robust method for analyzing and understanding complex medical curricula.
    • This approach facilitates the quantitative assessment of curriculum content alignment with learning objectives and competencies.
    • The methodology is adaptable to other educational settings where textual data from curriculum materials can be extracted.