Curriculum Management Unit (CMU) Report for Year 1 of the renewed curriculum

The data collected and collated from the MD Undergraduate Program (MDUP) gives an indication of the tremendous about of effort and time that is required to create, document, and deliver the renewed curriculum.

The Curriculum Management Unit (CMU) has produced a detailed report with data on the first year of Curriculum Renewal for each course, MEDD 410 – Transition into Medical Education, MEDD 411 – Foundations of Medical Practice I, MEDD 412 – Foundations of Medical Practice II and MEDD 419 – Foundation of Scholarship and Flexible Enhanced Learning I.

With this data, the CMU helps us understand how our curriculum is delivered and how we measure the success and goals of the MD Undergraduate Program as well as benchmarking our curriculum.

The report provides the details of how course sessions and week objectives are linked to the course outcomes which are mapped to the UBC Exit Competencies.

The report contains the following details:

  • The number of sessions for each course in the first year
  • The number of week objectives and course outcomes across the year
  • The number of Systems and Themes mapped for each course
  • The number of contact hours for the Class of 2019

The information in the report will be used to analyze the content of the renewed curriculum to identify gaps and redundancies. The data is the first step toward documenting how the content will spiral across the four years of the MD Undergraduate Program. The CMU will map the details for Year 2 of the renewed curriculum and build on the details from the first year to enable content spiraling.

The tables below give an example of some of the data contained in the CMU report*.


The following Systems had the largest number of contact hours in the first year:

  • Nervous
  • Behavioral
  • Cardiovascular
  • Digestive


A table showing the percentage of student contact hours, by Systems, in the first year of the renewed curriculum.

The Class of 2019 spent the largest number of hours in ‘Small Group Discussions’ and ‘Lectures’ in the first year, and spent the most number of hours on the ‘Medical Expert’ exit competency and the ‘Scholar’ exit competency.


A table showing the percentage of student contact hours, by instructional method in the first year of the renewed curriculum.

This table shows a comparison of the percentage of student time by instructional between the UBC and other schools in the Association of American Medical Collages (AAMC).


A table comparing the percentage of instances by instructional method with the average from the AAMC (135 participating schools).

*Please contact Dr. Santiago Toro-Posada, Data Analyst CMU for more information.

Also See:

Curriculum Management Unit

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