Accreditation organisations have established and mandated the mapping of course outcomes and programme outcomes for higher education institutions. Although curriculum mapping is a common practice among educators worldwide, it is a relatively new idea in physiotherapy education. This project is one of the first documented attempts at doing a curriculum mapping of an undergraduate physiotherapy curriculum at an Indian university.
Our university's undergraduate physiotherapy programme spans four years and includes more than 30 courses. Over the course of the final year's two semesters, eight subjects are taught. The curriculum document lists the outcomes for each topic.
A mapping template was developed, which included and mapped learner outcomes, programme outcomes, and teaching-learning activities. Members of the college curriculum committee examined this template. Faculties involved in final year teaching were trained how to map the curriculum for their respective subjects using the template.These outcomes for each subject were mapped with Programme Outcomes. The syllabus topics for every course were mapped with the course outcomes and the teaching-learning activities. Feedback was gathered from the faculty members who were involved in the process. Subsequently, the entire process was beta tested on the institute LMS.
Faculty had some difficulty understanding the approach at first. However, after going through the process and creating curriculum maps for their own subjects faculty had increased clarity on what to teach, how to effectively manage time, how to better express learning outcomes, and to avoid content duplication. It was clear from their reflections that instructors could improve their teaching and determine whether it met expectations. Faculty were better informed about what was covered in the curriculum and where it was addressed, and they were better able to identify possibilities to improve instructional practices, learning experiences, and evaluation.
More time should be spent training faculty, especially those who are new to the educational system. The paperwork procedure was seen to be time-consuming and difficult, but the advantages outweighed the challenges. The CM process can be integrated within learning management systems. Digitalization will aid in the more effective identification of gaps and redundancies, allowing effective curricular enhancements.
Curriculum mapping in physiotherapy ensures alignment between learning outcomes, assessments, and content, promoting consistency, transparency, and skill development. It identifies gaps, reduces redundancy, and improves student competency, leading to a more structured, effective educational experience.
Physiotherapy Education
